Social Competence Skills Research Articles

“Alone on the road”: Loneliness among digital nomads and the use of social media to foster personal relationships

The “digital nomad” (DN) neotribe includes professionals who work remotely from different locations. Despite the benefits of digital nomadism (e.g. work flexibility, high mobility, and leisure-centeredness) and opportunities for meeting like-minded people, one of the consequences of the lifestyle may be loneliness. By using 30 in-depth interviews, this study explores the interaction between digital nomadism and loneliness. We conceptualize the DN lifestyle as a continuum that may, but does not have to, lead to feelings of loneliness. External factors such as lack of social support, often related to the capacity to stay in a place long enough to build a network or the social competence skills to connect with others, may contribute to greater levels of loneliness. Conversely, in line with networked individualism, we examine how DNs seek more control over constructing their own social networks in the context of a hyperindividualistic society. Instagram, Facebook groups, Slack, MeetUp, CouchSurfing, and Tinder are identified as key platforms for DNs to connect with people, especially for bridging social capital, whereas WhatsApp is used more for bonding social capital. The paper offers a timely discussion of the way that DNs use different social media platforms to overcome loneliness, forge intimate connections, and build community.

The Influence of Social Awareness and Social Skills on the Quality of Midwife Partnerships in Postnatal Care Services

Postpartum maternal deaths have always been more than 50% of total maternal deaths from 2016-2021, and the realization of visits by postpartum mothers at Community Health Centers has also not met the target. The low number of visits is due to the fact that postpartum mothers still need strong encouragement and motivation. Midwives have the role of providing information, education and monitoring the condition of postpartum mothers, so midwives need support from social competence and good partnerships with various parties. This research aims to analyze the influence of social competence, which includes social awareness and social skills, on midwife partnerships in postnatal care services. The research design is observational analytic with a cross-sectional time approach. The research location was carried out at 63 Community Health Centers, Surabaya City, Indonesia with a sample of 100 midwives taken using Proportional Stratified Random Sampling. The variables measured are social awareness, social skills and partnerships through distributing questionnaires. Data were analyzed using the chi-square test. This research has gone through an ethical review with number 085/HRECC.FODM/III/2022. The research results showed that the social awareness competency and social skills of midwives related to postnatal care services had a good percentage rating (93%, 81%, 98%). The quality of midwife partnerships in providing postnatal care services is influenced by social awareness (p= 0.04 & PR= 0.714x), but not influenced by social skills (p=0.345). If midwives' social awareness is better, the quality of midwife partnerships will be better. Therefore, midwives must be able to establish good relationships and be more open in communicating with colleagues or other work units when serving postpartum mothers.

Psychotherapy of generalized anxiety disorder

Generalized anxiety disorder is characterized by persistent, poorly controlled anxiety and fears for various reasons. Thoughts are dominated by the themes of danger. Nonspecific symptoms include tension, restlessness, fatigue, poor concentration, irritability and dysautonomia. In the long run, the risk of depression and alcoholism is increased, comorbidity with affective, addictive and other disorders is often encountered. The article provides a brief overview of psychotherapy methods for this disorder. The cognitive behavioral psychotherapy appears to be most effective. One of the main goals of the therapy is training of realistic and objective thinking. Using self-observation, the patient becomes aware of his tendency to seek out and exaggerate threats. The problem-solving training can be used to improve social competence and coping skills. Various relaxation methods and other varieties of psychotherapy are applied. The schema therapy is an integrative approach including elements of different methods. Internet counseling can be used in isolation or as an adjunct to conventional psychotherapy. Anxiety disorders were diagnosed relatively rarely in Russia, and the number of psychotherapists was smaller than in other developed countries. Today, the situation is changing thanks to success of psychotherapy and development of individual rehabilitation regimes.

Single-parent Adolescents’ Resilience and Psychological Well-being: The Role of Social Competence and Emotion Regulation

Background: Previous studies have shown that children and adolescents living with single parents are prone to behavioral and psychological difficulties and experience a poor sense of well-being. Also, the period of adolescence is critical for the development of an individual in multiple aspects; it is important to focus on their well-being and associated factors for a better transition into adulthood. Aims: This study aims to find the mediating role of social competence and emotion regulation on the relationship between resilience and psychological well-being among single-parent adolescents. Methods: This was a cross-sectional study. The study sample was 385 adolescents residing in Kerala (179 boys and 206 girls, mean age = 15.03, SD = 1.45). A total of 185 participants (48.1%) were from families that lost either of their parents to death, and the other 200 participants (51.9%) were from divorced or separated families. Self-reported measures for resilience, social competence, emotion regulation, and psychological well-being were used for data collection. Data were analysed using IBM SPSS and AMOS version 24. Results: The results showed that resilience, the prosocial behavior dimension of social competence, and the cognitive reappraisal dimension of emotion regulation indicate significant positive associations with the psychological well-being of adolescents living in single-parent families. The expressive suppression dimension of emotion regulation and the antisocial behavior dimension of social competence have a substantial negative connection with the psychological well-being of adolescents raised by single parents. The findings suggest that resilience directly predicts psychological well-being; prosocial behavior and cognitive reappraisal partially mediate the association of resilience and psychological well-being. Conclusion: According to our findings in this study, developing social competence skills and adaptive emotion regulation strategies can improve the psychological well-being of adolescents living with single parents. The results have multiple clinical, educational, and community implications.

Revisiting implications of early family economic conditions for adolescent adaptations: An integrative cascade model.

Implications of family economic conditions (FECs) for child development have been extensively examined. What remains sparse is research spanning multiple life stages to delineate the far-reaching influences of early FECs for child subsequent development in different domains and how various family stress and investment processes jointly account for such association. To address these gaps, using data from 929 families in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD Early Child Care Research Network, 2001, 2005), this study examined how family income-to-needs ratio (FITNR) when children were 1-36 months old was associated with child language skills, social competence, externalizing, and internalizing problems at 6th grade. Parental investment and maternal/paternal depressive symptoms and sensitivity when children were 54 months old and in 3rd grade were tested as potential mediators. Results indicated that early FITNR shaped child cognitive, social, and behavioral adaptation in early adolescence indirectly through parental investment, depressive symptoms, and sensitive parenting in the preschool period and middle childhood. Parental investment, depressive symptoms, and sensitive parenting played such mediating roles above and beyond each other. Parental investment primarily accounted for the association between early FITNR and child later language skills, whereas parental depressive symptoms and sensitive parenting uniquely explained the associations between early FITNR and child subsequent internalizing symptoms, externalizing problems, social competence, and language skills. Theoretical/practical implications of such findings were discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

아버지의 양육 행동이 유아의 사회적 능력에 미치는 영향 -유아의 자기조절 능력의 매개효과-

The purpose of this study is to explore how fathers' parenting behaviors influence young children's social competence, and to examine the mediating role of young children's self-regulation skills in this relationship. To achieve this, data were collected from 218 young children and 218 fathers at a public kindergarten in Linyi City, Shandong Province, as well as 11 kindergarten teachers. The study employed frequency analysis, descriptive statistics, Pearson correlation analysis, and the three-step approach of Baron & Kenny (1986), with the Sobel test used to verify the mediating effect. The results of the study revealed that, first, there were significant positive correlations between fathers' parenting behaviors, young children's self-regulation skills, and young children's social competence. Second, the mediating role of young children's self-regulation skills in the relationship between fathers' parenting behaviors and young children's social competence was confirmed. These findings have significant implications for real-life scenarios. Parents and educators can understand how fathers' parenting behaviors may influence children's social competence and self-regulation skills, and adjust their parenting methods accordingly. Additionally, this research can emphasize the role of fathers and help to give more consideration to parental roles within the family.

Predicting child development and school readiness, at age 5, for Aboriginal and non-Aboriginal children in Australia's Northern Territory.

Positive early development is critical in shaping children's lifelong health and wellbeing. Identifying children at risk of poor development is important in targeting early interventions to children and families most in need of support. We aimed to develop a predictive model that could inform early support for vulnerable children. We analysed linked administrative records for a birth cohort of 2,380 Northern Territory children (including 1,222 Aboriginal children) who were in their first year of school in 2015 and had a completed record from the Australian Early Development Census (AEDC). The AEDC measures early child development (school readiness) across five domains of development. We fitted prediction models, for AEDC weighted summary scores, using a Partial Least Square Structural Equation Model (PLS-SEM) considering four groups of factors-pre-pregnancy, pregnancy, known at birth, and child-related factors. We first assessed the models' internal validity and then the out-of-sample predictive power (external validity) using the PLSpredict procedure. We identified separate predictive models, with a good fit, for Aboriginal and non-Aboriginal children. For Aboriginal children, a significant pre-pregnancy predictor of better outcomes was higher socioeconomic status (direct, β = 0.22 and indirect, β = 0.16). Pregnancy factors (gestational diabetes and maternal smoking (indirect, β = -0.09) and child-related factors (English as a second language and not attending preschool (direct, β = -0.28) predicted poorer outcomes. Further, pregnancy and child-related factors partially mediated the effects of pre-pregnancy factors; and child-related factors fully mediated the effects of pregnancy factors on AEDC weighted scores. For non-Aboriginal children, pre-pregnancy factors (increasing maternal age, socioeconomic status, parity, and occupation of the primary carer) directly predicted better outcomes (β = 0.29). A technical observation was that variance in AEDC weighted scores was not equally captured across all five AEDC domains; for Aboriginal children results were based on only three domains (emotional maturity; social competence, and language and cognitive skills (school-based)) and for non-Aboriginal children, on a single domain (language and cognitive skills (school-based)). The models give insight into the interplay of multiple factors at different stages of a child's development and inform service and policy responses. Recruiting children and their families for early support programs should consider both the direct effects of the predictors and their interactions. The content and application of the AEDC measurement need to be strengthened to ensure all domains of a child's development are captured equally.

1 Social Brain Network Connectivity Relates to Social and Adaptive Outcomes Following Pediatric Traumatic Brain Injury

Objective:Traumatic brain injury (TBI) is a prevalent cause of long-term morbidity in children and adolescents and can lead to persistent difficulties with social and behavioral function. TBI may impact brain structures that support social cognition, social perception, and day-to-day social interactions—termed the social brain network (SBN). We examined differences in links among the SBN and regions of interest from other neural networks thought to support social outcomes, i.e., the default mode network (DMN) and salience network (SN). Furthermore, we examined how differences in co-activation among the SBN and these other key networks were associated with ratings of social and day-to-day adaptive outcomes.Participants and Methods:Participants included children and adolescents with moderate to severe TBI (msTBI; n=11, Mage=11.78, 6 male), complicated-mild TBI (cmTBI; n=12, Mage=12.59, 9 male), and orthopedic injury (OI; n=22, Mage=11.69, 15 male). Participants underwent resting-state functional MRI on a 3Tesla Siemens Prisma scanner. Parents rated their child’s social and adaptive function on the Child Behavior Checklist (CBCL) and Adaptive Behavior Assessment System-Third Edition (ABAS-3). Resting-state connectivity was assessed using the CONN Toolbox, including preprocessing, denoising, and alignment to the participants’ processed T1 MPRAGE sequence followed by seed-to-voxel analysis using a SBN mask and targeted regions of interest within the DMN and SN. Individual-level r-to-z correlations were extracted from resulting clusters of co-activation with the SBN mask and exported into SPSSv28.0 for integration with behavioral data.Results:One-way ANOVAs used to examine group differences in social and adaptive outcome revealed significant group differences in CBCL Social Competence (F=4.49, p=.019) and all composite scores on the ABAS-3 (Fs=3.78 to 5.17, ps=.031 to .010). In each domain, children with msTBI were rated as having elevated difficulties relative to cmTBI or OI, whereas cmTBI and OI groups did not differ. Connectivity also differed significantly between groups, with children with OI demonstrating greater connectivity between the SBN and the anterior cingulate cortex of the SN (t=5.19, p(FDR)<.0001) and posterior cingulate cortex of the DMN (f=4.30, p(FDR)<.001) than children with msTBI. Children with cmTBI also showed greater connectivity between the SBN and left temporal pole of the DMN (t=7.45, p(FDR)<.000001) than children with msTBI. Degree of connectivity between the SBN and posterior cingulate was significantly positively correlated across all domains of adaptive function (rs=.451 to .504, ps=.010 to .003), whereas degree of connectivity between the SBN and left temporal pole was strongly positively related to Social Competence (a=.633, p=.006) and conceptual adaptive skills on the ABAS (A=.437, p=.037).Conclusions:Our findings provide insights into the neural substrates of social and adaptive morbidity after pediatric TBI, particularly msTBI, by linking alterations in connectivity among the SBN, DMN, and SN with measures of social and adaptive outcome. While the posterior cingulate was broadly associated with adaptive outcome, the temporal pole was particularly strongly associated with social competence. This may reflect the diverse functions and high degree of interconnectivity of the posterior cingulate, which contributes to various cognitive and attentional processes, relative to the strong amygdala/limbic connections of the temporal pole.

A Study on Impact of Covid-19 on Social Competence Skills of Adolescents through SSS

A Study on Impact of Covid-19 on Social Competence Skills of Adolescents through SSS

The feasibility of TOGETHER: a collaborative educator-parent programme for teaching social and emotional competence in young children

ABSTRACT The aim of this study was to explore the feasibility of the TOGETHER: Growing Children’s Social and Emotional Competence programme. This programme was designed to build a more collaborative relationship between educators and parents so that they could, together, develop children’s social and emotional competence skills by using positive behaviour support strategies in an Australian early year setting. The findings are reported on two educators, two children and their mothers. Data were collected via a questionnaire, rating scale, direct classroom and home observations and educator/parent interviews. The results indicated an increase in educator and parent positive responses to the two young children’s appropriate behaviour and a decrease in their challenging behaviour. The findings also showed inconsistencies between educators in implementing the strategies. Educators and parents developed a more collaborative relationship. Identified barriers families have with accessing this type of programme are discussed.

Teachers’ Perceptions on the Relationship between Social Competence and Reading Skills Acquisition in Primary School Pupils

This paper set out to examine teachers’ perceptions of the link between social competence skills and reading skills acquisition in the Kiswahili language for standard four pupils in public primary schools. This was a qualitative study, made on the population of the Kiswahili language subject teachers. The study was conducted in Babati Township Council, Manyara Region, Tanzania. It involved 17 selected public primary schools where one subject and school head teachers from each school were involved. Data were collected using a semi-structured interview guide. The results show that the most important social competence skills for the acquisition of reading skills are communication skills, as other skills depend on the pupil’s ability to communicate his/her ideas well. The study posits that social competence skills have a positive impact on pupils’ acquisition of reading skills. The study recommends an additional curriculum that imparts pupils with social competence skills for reading and academic achievements at large.

THE MESSAGES IN COMMUNICATION - WHY DON’T WE UNDERSTAND EACH OTHER

The introduction of rules in a given field is related to the setting of certain requirements to the products, processes or bodies that implement them and aims to ensure a certain quality. This is generally the case, but it also applies in full force to the communication process. The existence of strict rules in communication presupposes the setting of specific requirements regarding the necessary knowledge, professional skills and competencies that communicators must possess in order to achieve the desired effect, striving for professional growth and career in their organizations. In the process of communication information, emotions, feelings, ideas are exchanged. Assuming the communicators are professionally trained - then why don’t they understand each other? We will try to get to the reason in this post. For the purposes of the research, fundamental scientific formulations and methods of the theory of the nature of communications, comparative analysis, as well as examples from the speeches of celebrities in public space (media and social networks) - were used. Communication between people can be characterized as interpersonal if it meets the following criteria: it involves a certain number of people in immediate interaction; participants have the opportunity to see, hear, easily provide feedback. It is assumed that each of the participants understands, perceives and influences the other side, respects the arguments of their partner. Communication implies investment of emotions, competence of the parties in relation to the established rules, possession of a certain intelligence, which is the basis of the management of emotions - emotional intelligence. It includes self-control skills, personal and social competence, motivation and delegation skills, conflict resolution, empathy and hope. It is indisputable that the skills and abilities necessary in the process of communication and the manifestation of intelligence are found in a different proportion in each one. Emotions are a starting point for personality development, they face challenges, give everyday life more depth and meaning. Emotions require intelligence, they must be harnessed to facilitate achievement. Anyone can learn to be intelligent about their emotions and apply that intelligence to solving many of life’s problems. To achieve excellence in this field, knowledge and development of certain skills are required. Defining feelings makes it possible to study their nature and control them. There is no great human good without great emotion, because feelings have taught mankind to reason. Differences in religious, cultural and political beliefs are often the cause of tragic and fatal separation. The feelings manifested in sympathy and compassion, empathy and pain, all have the ability to unite.

Social competence and social skills: A theoretical and practical guide. Del Prette, Z. A. P. and Del Prette, A.Springer: Switzerland, 2021. 178 pp. ISBN: 978‐3‐030‐70127‐7

Journal of Community & Applied Social PsychologyEarly View BOOK REVIEW Social competence and social skills: A theoretical and practical guide. Del Prette, Z. A. P. and Del Prette, A.Springer: Switzerland, 2021. 178 pp. ISBN: 978-3-030-70127-7 Sumitro Sumitro, Corresponding Author Sumitro Sumitro [email protected] orcid.org/0000-0001-9979-1284 Faculty of Sociology, Universitas Negeri Makassar, Makassar, Indonesia Correspondence Sumitro Sumitro, Faculty of Sociology, Universitas Negeri Makassar, Makassar, Indonesia. Email: [email protected]Search for more papers by this authorSyarifuddin Syrifuddin, Syarifuddin Syrifuddin orcid.org/0009-0003-0546-0639 Faculty of Sociology, Universitas Negeri Makassar, Makassar, IndonesiaSearch for more papers by this authorImam Mukti, Imam Mukti orcid.org/0000-0002-8945-1152 Faculty of Sociology, Universitas Negeri Makassar, Makassar, IndonesiaSearch for more papers by this author Sumitro Sumitro, Corresponding Author Sumitro Sumitro [email protected] orcid.org/0000-0001-9979-1284 Faculty of Sociology, Universitas Negeri Makassar, Makassar, Indonesia Correspondence Sumitro Sumitro, Faculty of Sociology, Universitas Negeri Makassar, Makassar, Indonesia. Email: [email protected]Search for more papers by this authorSyarifuddin Syrifuddin, Syarifuddin Syrifuddin orcid.org/0009-0003-0546-0639 Faculty of Sociology, Universitas Negeri Makassar, Makassar, IndonesiaSearch for more papers by this authorImam Mukti, Imam Mukti orcid.org/0000-0002-8945-1152 Faculty of Sociology, Universitas Negeri Makassar, Makassar, IndonesiaSearch for more papers by this author First published: 09 May 2023 https://doi.org/10.1002/casp.2701Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Role of gender and age in influencing dentist perceptions of effective leadership capabilities

Statement of the problemThe characteristics of effective leaders in dentistry are unknown, especially as they relate to the perceptions of attributes associated with emotional intelligence. PurposeThe purpose of this study was to survey dentists about their perceptions of the relative importance of emotional intelligence domains in effective leadership and in effective leaders with whom they have worked and to determine whether the differences were based on gender and age. Material and methodsA survey was sent to a list of over 50 000 dentists. The survey asked respondents to rate important qualities found in effective leaders in general and to identify important qualities found in the most effective leaders with whom they had worked or by whom they had been mentored. Additionally, demographic information such as the age and gender of the participants was captured in the survey. Descriptive statistics were created and statistical differences (α=.05) between genders were determined. ResultsA total of 256 respondents completed the survey. Self-management and relationship management were perceived to be more important than social awareness or self-awareness. Adaptability was the highest ranked personal competence skill, while conflict management was perceived as the least important personal competence skill. The social competence skills of empathy, organizational awareness, influence, and inspirational leadership were similarly ranked as highly important. When asked to identify the most important leadership skill of previous leaders, respondents noted that conflict management was most important and emotional self-awareness was least important. Women viewed the attributes of adaptability, organizational awareness, and conflict management as more important. Men viewed achievement orientation and coaching or mentoring as more important attributes of leaders. When answers were stratified for age group responses, younger respondents valued relationship management and adaptability, and whether their leader valued and exhibited conflict management more than older respondents. Older respondents were more likely to respond “yes” to valuing self-management and to whether their leader valued and exhibited inspirational leadership. ConclusionsDifferent genders and different age groups view leadership skills in effective leaders differently. The results of this study indicate that women may need different leadership skills to lead colleagues of different ages.

Children's social emotional competence in Pakistan and Sweden: Factor structure and measurement invariance of the Social Competence Scale (teacher edition).

Social emotional competence is fundamental to the positive development of children and youth. Accurately understanding and assessing children's social emotional competencies, using psychometrically sound instruments, are essential to global efforts to support children's social emotional learning, academic achievements, and health. This study examined the psychometric properties of a teacher-reported measure of young children's social emotional competence, the Social Competence Scale - Teacher edition (SCS-T), in two samples of children growing up with varied economic resources/conditions, cultural norms, and educational experiences, namely Pakistan (N = 396) and Sweden (N = 309). Participants were aged 4-6 years old. The study design was cross-sectional. Using structural equation modelling, bi-factor confirmatory factor analysis models implying shared variance, among all items and domain-specific shared variance, among the prosocial items, emotion regulation items, and academic skills items resulted in good fitting models in each respective sample. Invariance testing across samples revealed a subset of items from each factor structure with partial scalar invariance, whereby five items had equal thresholds and could be comparable across the two samples. Thus, results provided partial support for hypotheses 1, 2, and 3, in that the posited three factor model (H1) was not clearly supported and a bi-factor model evidenced the best fit, among tested models, for both samples. Further, partial scalar invariance (H3) was found for five items out of 25 items, concerning social competence and academic skills. In regards, to the posited research question, the results of Z-tests showed significant (p < 0.001) latent mean differences between the samples. Compared to the Swedish sample, the Pakistani sample was 1.80 units lower on social competence (z = -6.41, p < 0.001) and 1.86 units lower on academic skills (z = -7.87, p < 0.001). The implications of these findings in light of efforts to promote positive child development in diverse parts of the world are considered.

Long-term behavioral effects of a school-based prevention program on illicit drug use among young adults.

Most universal drug abuse prevention efforts target early adolescents with the goal of delaying or preventing the onset of substance use. The present study examined long-term follow-up data from a large-scale randomized trial of a school-based prevention program that used cognitive-behavioral skills-training techniques to enhance social and personal competence skills and drug refusal skills. The preventive intervention was implemented in junior high schools, and pretest data were collected from students in the classroom. Approximately 13 years later, follow-up data were collected by mail from 2042 young adults. Rates of overall lifetime illicit drug use, as well as lifetime marijuana use, marijuana intoxication, and lifetime non-medical pill use, were lower among students who received the prevention program (Life Skills Training) during junior high school compared to control group participants. These findings support the hypothesis that comprehensive, universal school-based prevention programs can produce long-term effects on illicit drug use behavior.

Average treatment effect of maternal prenatal tobacco smoking on offspring developmental vulnerability in early childhood

BackgroundEarly childhood developmental vulnerability has been closely related to the predictors of relatively good health, social and educational outcomes later in adulthood. However, the impacts of prenatal tobacco exposure on childhood developmental vulnerability have been rarely examined. Further, a few of the studies that have investigated maternal prenatal tobacco smoking and child developmental vulnerability have reported mixed results and there are currently no published estimates derived from causal epidemiological methods. MethodsWe conducted a retrospective population-based cohort study on the association between maternal prenatal tobacco smoking and developmental vulnerability in children born in Western Australia (WA). De-identified individual-level maternal, infant and birth records were obtained from the Midwives Notification System (MNS), a statutory record of all births in WA. WA register for Developmental Anomalies (WARDA) were also obtained from the WA Data Linkage. Records on early childhood developmental vulnerability at the median age of 5 years were obtained from the Australian Early Development Census (AEDC). We used a doubly robust estimator to estimate the causal effects. ResultsComplete data were available for 64,558 mothers-children's pairs. Approximately 16% of children were exposed to maternal prenatal tobacco smoking. Children exposed to maternal prenatal tobacco smoking were more likely to be classified as developmentally vulnerable/at-risk on the physical health and wellbeing (RR = 1.40, 95%CI:1.36–1.45), social competence (RR = 1.42, 95%CI: 1.38–1.47), emotional maturity (RR = 1.34, 95%CI:1.30–1.39), language and cognitive skills (RR = 1.50, 95%CI:1.45–1.54), and communication skills and general knowledge (RR = 1.37, 95%CI:1.33–1.42) domains. ConclusionMaternal prenatal exposure to tobacco may influence early childhood developmental vulnerability. Early intervention to quit tobacco smoking before becoming pregnant could potentially reduce later childhood developmental vulnerability on multiple domains.

Social Intelligence Skills of High School Students at Sabah Al Ahmad Center for Giftedness and Creativity in the State of Kuwait and its Relationship to Some Demographic Variables

The purpose of this study is to identify the degree of possession of social intelligence skills of High School students at Sabah Al Ahmad Center for Giftedness and Creativity in the State of Kuwait. It also purposes to study the relationship between students' possession of social intelligence skills and other variables. The researcher designs a questionnaire to collect data, and the study methodology used the descriptive analytical approach. The sample consisted of 163 high school students at the Center for Giftedness and Creativity, 94 boys and 69 girls. Using statistical methods, the Finding indicated that High School students at Sabah Al Ahmad Center for Creativity and Giftedness possessed social intelligence skills at a degree between medium and slightly high, as the general average reached (3.89). The Finding showed that the students possess (social competence skills, empathy skills, with others, and communication skills with others) to a high degree, and leadership and organization skills to a degree that tends to decrease somewhat. The study did not find statistically significant differences according to the variables of gender, academic phase and number of brothers and sisters.

ГОТОВНІСТЬ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ ДО ВИКОРИСТАННЯ ЦИФРОВИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

The article emphasizes the problem of developing the conceptual bases of training specialists for application of digital technologies in professional activities, and the urgent need to review the content and means of building the graduates’ professional competencies in terms of digital technology mastering for professional self-development. The aim of the article is to consider modern approaches to the interpretation of the phenomenon of a specialist’s readiness for professional activity, to study the features, content and structure of the readiness of future specialists in the socionomic area for application of digital technologies in professional activities, as well as to highlight the stages of building this complex personal formation in the professional training of students of socionomic specialities. In the study, the set of theoretical research methods has been used, in particular, semantic and content analysis of the main categories, generalization and systematization of existing approaches to the interpretation of the “readiness for professional activity: concept, modelling of the structure of readiness of future specialists in the socionomic area to application of digital technologies in professional activities. Based on the analysis of existing definitions within the framework of person-oriented, phenomenological, cultural and competence approaches, it was found out that this kind of readiness is a holistic characteristic of future specialists, which encompasses the unity of knowledge, abilities, and skills of the creative use of digital technologies in the humanitarian field in the future professional activity. This phenomenon is defined as a complex of types of readiness, which in their interconnection and interdependence ensure building crucial competencies of the Industry 4:0 era in future specialists of the socionomic area including digital competence, social competence and soft skills. The components of the studied readiness and their features are described in view of the specificity of socionomic professions. The personal-motivational component covers the general professional orientation of future specialists in the socionomic area in their life self-realization context, as well as specific characteristics causing a positive attitude towards the use of digital technologies for personal self-development and optimization of all professional activities. The content-procedural component focuses on the creation, adaptation and application of means and tools of the electronic information environment used for the purpose of personal and professional self-development and career advancement. The creative-communicative component emphasizes the productive, creative and effective organization of professional interaction and communication via modern ICT. The stages of creating this complex personal quality in the professional training process of students of socionomic specialities have been highlighted. Such stages are, first and foremost, the formation of readiness to choose a profession, then readiness for study and professional activities to master the profession, and finally - readiness to perform professional activities with the use of digital technologies and tools. The prospects for further research are the search for factors and the modelling of the methodology of training future specialists in the socionomic area for application of digital technologies in professional activities.

The effectiveness of a tablet-based video game that stimulates cognitive, emotional, and social skills in developing academic skills among preschoolers: study protocol for a randomized controlled trial

BackgroundEvidence suggests that children from low-income families begin the preschool stage with less academic and non-academic skills development compared to higher-income families. There are several successful experiences of early stimulation of cognitive and social-emotional skills; however, there is scarce evidence of the effectiveness of a video game that incorporates the stimulation of these skills simultaneously. This study aims to evaluate the effectiveness of a video game in stimulating cognitive, emotional, and social competence skills in developing academic skills in socioeconomically disadvantaged preschool children.MethodsA cluster-randomized controlled trial design will be used. A tablet-based video game that stimulates cognitive and socio-emotional skills to improve the development of academic skills is compared with a tablet-based game where students draw and paint with no explicit stimulation of cognitive and socio-emotional skills. Eighteen schools and 750 Chilean preschool students will be recruited. The effectiveness of the intervention will be assessed using a direct evaluation of children on literacy learning and pre-calculation skills at baseline, immediately after stimulation, and at 6, 12, 18, and 24 months post-intervention. The mediating effect of working memory, inhibitory control, emotion recognition, and prosocial behaviours will be assessed on the effectiveness of the intervention.DiscussionThe proposed study will be the first to test the effectiveness of a tablet-based video game stimulating cognitive and social-emotional skills to improve academic skills in socioeconomically disadvantaged preschool children in Chile, controlling for gender, age (in months), mental health, and baseline conditions of stimulated skills.Trial registrationClinicalTrials.gov NCT05224700. Registered on February 2022